["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground to the Study\nAs fully online postgraduate programmes expand, questions remain regarding whether sufficient student engagement is achieved and how such sufficiency can be measured. This study examined the types and levels of engagement within a fully online postgraduate module and explored how engagement can be operationalised using learning management system (LMS) analytics.\n\n\nObjective\nTo explore whether there is sufficient student engagement in an online module, and the types and levels of online engagement.\n\n\nMethods\nA quantitative single‐case study analysed LMS trace data from 773 students. Data were analysed using the Online Engagement Framework and Moore's interaction typology. Engagement was operationalised using four behavioural indicators: submissions, interactions, time‐on‐platform and Grade Center access. Cluster analysis was applied to identify engagement profiles.\n\n\nResults\nFindings indicate high levels of social, cognitive, behavioural and collaborative engagement, with participation substantially exceeding minimum requirements. In contrast, structured opportunities for emotional engagement were absent. Frequent Grade Centre access (mean = 68 views per student) suggests a digitally observable form of performance engagement characterised by academic self‐monitoring behaviour Cluster analysis revealed four distinct engagement profiles, highlighting heterogeneity in student interaction patterns.\n\n\nConclusion\nThe findings suggest that high‐density programmatic assessment is associated with sustained engagement behaviours in online contexts. This study contributes to the literature by proposing a trace‐based operationalisation of performance engagement and offering a practical framework for examining engagement sufficiency in fully online programmes.\n\n"]